Tanya+Pinto

Tanya Pinto =  **The Role of Block Scheduling on Teacher Methodologies and Student Achievement**   =

__**Research Question**__

Block scheduling is a structuring practice that arose in the late 1980's as a way to address the problems that seemed to be associated with the traditional high school schedule. As a result my study will focus on whether this scheduling practice does not foster an increase in the variety of teacher instructional practices and also tends to contribute to lower academic achievement in high school students.

__**Research Literature**__

Dexter, Tai, and Sadler (2006) compiled data on the instructional methodologies utilized in high school science courses. For their analysis, they looked at the number of student designed projects, the number of demonstrations per week, the frequency of lectures, the frequency of whole class discussions, the number of small group activities, the amount of individual work time, peer tutoring, community projects and the number of labs in a month. The data they analyzed showed a striking similarity between the Traditional and the A/B Block Schedule. The 4x4 schedule was also similar but had higher frequencies of lecture, small group work and individual work time. As a result, their findings support the fact that “teachers are not altering their teaching to best exploit the advantages of extended class time” (Dexter, Tai & Sadler, 2006, p.31). 

“Preliminary findings suggest that merely adopting a different scheduling approach without engaging in any additional reform initiatives within a school will have little effect, if any, on student achievement”(Pliska, Harmston, & Hackmann, 2001, p. 42). Their research was conducted in Illinois and Iowa high schools to study how average ACT scores were impacted in relation to the three types of scheduling models most commonly used. After controlling for the following variables: lifestyle factors, gender, state, school enrollment levels, number of examinees, and years under the scheduling model, the standardized ACT assessment was used since was not susceptible to teacher subjectivity inherent in grading practices. The results for the ACT test showed that the mean ACT Assessment composite scores equaled 21.28 in schools with the traditional eight-period schedule. In schools that have the A/B model, the mean score was 21.13 and the schools on the 4x4 plan demonstrated a 21.36 mean score. From a descriptive perspective, mean composite score differences between schedule types were negligible (Pliska, Harmston, & Hackmann, 2001, p. 45). This therefore indicates that restructuring a school to the block scheduling model does not result in a dramatic improvement in ACT assessment scores.  

__**Methods of investigation**__

The study will be conducted between two high school located in the suburban district of Hoffman Estates. The two schools function under Township High School District 211 which is comprised of a total of five high schools, and two special education schools called including Academy-North and Academy-South. The first school considered is Conant High School operates on the traditional schedule. This school is comprised of 2,403 students and will be compared to Hoffman Estates High School which consists of 2,019 and utilizes the A/B Block schedule. I will also be including the teacher population at both schools for this research study.

For my research methodology, I would spend two years (2011-2012) in the field and develop a relationship with both schools. I would collect teacher, student, and parent opinions through surveys and personal interviews. I would conduct classroom observations to collect data on the types of teacher methodologies used daily, weekly, or monthly within the classroom. I would also contact the Township High School District 211 Administration building to collect data regarding year end assessments in science and ACT scores for student in both the traditional and block schedule. I would then use the data collected from the year end assessments as well as the ACT scores to determine a mean value and the standard deviation. This would allow me to determine the level of student achievement in both the traditional and block schedules and thereby make a comparison.

__**Questions about my Topic**__

As a result of my research, several questions have arisen that I am curious about and wonder how they impact teachers and student achievement.

1. Within the schools that changed from traditional to block scheduling, what administrative support or programs were offered to assist teachers in changing their practices?

2. Some schools in the block schedule format have many variables at play when they collect and assess their data. Since this is not a controlled experiment, how can they account for the validity of their data?

3. When analyzing or comparing several schools within a district (those that are on block and on traditional schedules) how do you account for differences in the socio-economic demographics and the role it plays in student achievement?

4. How does student attendance impact the block scheduling and overall student achievement?

<span style="font-family: Arial,Helvetica,sans-serif;">__**Next Steps**__ <span style="font-family: Arial,Helvetica,sans-serif;">In the future, there are several issues that need to be studied or considered as they relate to block scheduling and it impact on student achievement. First of all, data should be collected regarding the amount of time students spend on homework assignments so that a relationship could be determined and see if difference exist between traditional and block schedules. Also, factors such as the home and the community that can influence student achievement need to be evaluated. Moreover, how do the effects vary by student gender and ethnicity in regards to achievement in high school students on block scheduling? And finally future research should attempt to address teacher preparation and staff development since this is a key in determining the success of any program.

<span style="font-family: Arial,Helvetica,sans-serif;">__**Invitation to Others**__

1. As a teacher in District 211, what do you see as the benefits/challenges to teaching in the traditional or the block schedule and why? When you respond, please indicate under which type of schedule you teach.

2. If you currently teach in one format and were asked by the Administration to move to the other (from traditional to block or vice versa) what would you consider to be your greatest challenges? Are they discipline specific?

3. Do you think that block scheduling has a positive or negative impact on student attendance and student behavior? Please respond to both aspects.

4. If the data shows that most teachers do not vary their teaching methodologies and student achievement tends to decrease with block scheduling, what would be your "selling points" to encourage a district to go to block scheduling if they are in the early stages of researching this model?